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Relevance of Problem Based Learning based on Science Education for Sustainability Development towards Problem Solving Ability
Abstract
One of the skills that students must master is problem solving abilities, in which students will learn to
solve problems in their surroundings. This study aims to determine the effectiveness of the PBL (Problem
Based Learning) model integrated with the Science Education for Sustainability Development (SESD)
approach to students' problem solving abilities. The use of the SESD-integrated PBL model in problem
solving ability is something new that has never been done. The study used a quasi-experimental design
quantitative method with a pretest-posttest design. The research sample was 24 students of grade 8th
junior high school as an experimental class that applied the integrated PBL model with SESD and 24
students of grade 8th junior high school as the control class that applied the non-PBL model integrated
with SESD. Data collection techniques used observation sheets, tests, and questionnaires, which were
analyzed using descriptive and inferential statistics. The results of the two-tailed t-test yielded a P-Value of
0.001, where if the P-Value < α = 5% (0.05), then H0 was rejected. So it shows that there is a significant
difference in problem solving ability between the experimental class and the control class. The results of
the one-tailed t-test that has been carried out produce a P-Value of 0.001 so that H0 is accepted. The
results of the one-tailed t-test also show an estimate for a difference of 13.85. Therefore, the test decision
can be stated that the problem solving abilities of students in the experimental class are better than those
in the control class. The ANCOVA test shows that the value of Sig. of 0.010 < α (0.05) shows that the
PBL model integrated with SESD is considered effective for problem solving abilities. So it can be
concluded that students' problem solving abilities using integrated PBL models with SESD are more
effective than students' problem solving abilities using non-PBL models integrated with SESD
Keywords
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